Reading is a fundamental of learning and is an important skill that needs to be developed in children. It is a vital skill for children to master, and an important source of knowledge and pleasure that can last a lifetime. How can a teacher hook kids (grade k-3) on reading and increase their engagement? Here are some of suggestions: The first one is to read aloud to them as a class for elementary school students. Reading aloud to them will help them grow familiar with sounds and vocabulary. Another type of reading is readers’ theaters where everyone has a part to involve in reading. They can also act out the characters in the stories. Using picture books is an excellent way to catch young reader’s attention to engage in reading-aloud. I suggest using smart board to project the whole content of the picture books to engage them to read aloud together. This routine of reading aloud can develop a wider range of interest and enhance students’ pleasure in all kinds of children’s literature. After reading, teachers ask simple questions about the characters, settings, and the morals of the books to make relevant connections to daily lives. The second one is to promote supported independent reading (SIR). Readers use five finger rules to choose the appropriately challenging books. Teachers should stock up a variety of high-quality picture books in elementary classroom library to expose students to children’s literature including cultures, adventures, travels and fiction that are appealing to students. Thus, students have motivation to choose their favorites to read during SIR. After SIR, use group discussion to engage them. Readers can share a specific part of the book that they want to discuss in groups. They might as well exchange thoughts on other books read by group members. They can also record their responses in their reading logs in which teachers can assess their enjoyment and interest in reading. Another fancy way to share with the class their favorite books is to make power points to introduce their books. For students who have difficulty focusing or need extra help, they can listen to an audio book during SIR time or they can access computer reading software to listen to the stories or play phonics and sight words games. One of the suggested software, Clicker 5 can help diverse emergent literacy learners acquire and practice initial reading skills independently. Another one is called Reading Eggs. This software uses animation, activities and reward games to keep children motivated and is completely interactive to keep children on task. The classroom needs to have a comfortable and inviting corner to promote supported independent reading. Besides sharing in group discussion and with the whole class, they can share their books by making art projects, illustrating their favorite part of the stories in booklets, posters or power points. If time allows, teachers can make this art projects as a contest which can increase effort and engagement of children. I believe the suggestions mentioned above can enhance participation and make reading a fun thing for children (elementary school) to do. Eventually, students will develop a love for reading and become successful readers in the future.
The first one is to read aloud to them as a class for elementary school students. Reading aloud to them will help them grow familiar with sounds and vocabulary. Another type of reading is readers’ theaters where everyone has a part to involve in reading. They can also act out the characters in the stories. Using picture books is an excellent way to catch young reader’s attention to engage in reading-aloud. I suggest using smart board to project the whole content of the picture books to engage them to read aloud together. This routine of reading aloud can develop a wider range of interest and enhance students’ pleasure in all kinds of children’s literature. After reading, teachers ask simple questions about the characters, settings, and the morals of the books to make relevant connections to daily lives.
The second one is to promote supported independent reading (SIR). Readers use five finger rules to choose the appropriately challenging books. Teachers should stock up a variety of high-quality picture books in elementary classroom library to expose students to children’s literature including cultures, adventures, travels and fiction that are appealing to students. Thus, students have motivation to choose their favorites to read during SIR. After SIR, use group discussion to engage them. Readers can share a specific part of the book that they want to discuss in groups. They might as well exchange thoughts on other books read by group members. They can also record their responses in their reading logs in which teachers can assess their enjoyment and interest in reading. Another fancy way to share with the class their favorite books is to make power points to introduce their books. For students who have difficulty focusing or need extra help, they can listen to an audio book during SIR time or they can access computer reading software to listen to the stories or play phonics and sight words games. One of the suggested software, Clicker 5 can help diverse emergent literacy learners acquire and practice initial reading skills independently. Another one is called Reading Eggs. This software uses animation, activities and reward games to keep children motivated and is completely interactive to keep children on task. The classroom needs to have a comfortable and inviting corner to promote supported independent reading. Besides sharing in group discussion and with the whole class, they can share their books by making art projects, illustrating their favorite part of the stories in booklets, posters or power points. If time allows, teachers can make this art projects as a contest which can increase effort and engagement of children.
I believe the suggestions mentioned above can enhance participation and make reading a fun thing for children (elementary school) to do. Eventually, students will develop a love for reading and become successful readers in the future.
Wen Lieh
ED 712—Winter 2012